Author Archives: NatalieRoberts

Continuing the journey

Throughout this course I have been really opening my eyes to resources that are coming directly from Indigenous communities or community members, that are being shared out into the “mainstream media”, and that can be utilized in our education system. I have been looking for articles and resources that open up the conversation and that help to bridge communities.

I have been having great discussions with colleagues within my school community, both Indigenous and non-Indigenous, and these conversations include resources, topics for discussion, and areas for further investigation. Taking the time to seek out information and resources has certainly opened my eyes to concerns I was unaware of, and has given me more perspective.  I am looking forward to continuing this journey and seeking out additional resources and information to support the curriculum and all of our students.

 

Post 1 – The Water Walker

This CBC news article, and the book to which it speaks, is helping look at clean water from an Aboriginal woman’s perspective. It is based on actual events that “marries the First Nations’ sense of oneness with the natural world with 21st century concerns for the environment” and written and illustrated by AnishinaabKwe author Joanne Robertson.

http://www.cbc.ca/news/canada/thunder-bay/thunder-bay-students-learn-about-clean-water-from-new-indigenous-children-s-book-1.4386036?cmp=rss

http://www.motherearthwaterwalk.com

 

Post 2 – Home Economics and Culture

This article is from the November 3 Langley Times and brings forward an interesting and controversial topic. When educators are bringing in Indigenous practices, in this case food sources and preparation, into a high school classroom, controversy erupts. One practice is considered “inappropriate” by a group, while many comments (on social media….) support this teachers’ decision. They speak to the hypocrisy that our Home Economics classes can use beef or chicken in their cooking, but when it comes to something such as rabbit, it is inappropriate. Cultural practices collide. I am looking forward to the discussion that evolves from this.

http://www.langleytimes.com/news/skinning-rabbits-at-abbotsford-high-school-called-inappropriate/?utm_source=dlvr.it&utm_medium=twitter

Post 3 – First Nations Child & Family Caring Society

https://fncaringsociety.com/educational-resources

 

This site provides a number of educational activities to help support children and families. With links to books, digital resources, and films (to name a few), educators have resources to “touch on several topics in Indigenous history and culture, an aim to broaden perspectives and encourage critical thinking”.

https://fncaringsociety.com/sites/default/files/Primary%20Resources%20template.pdf

Post 4 Native Lit and Culture

Twitter @NDNLit 

https://dragswolf.com/ndnlit

Native Lit and Culture is a bi-weekly newsletter on Indigenous literature and culture. While from New Mexico, posts on their website and blog highlight a variety of issues, challenges and opportunities of Indigenous peoples all around the world. They share resources, poetry, books, and other website that share culture and a variety of perspectives to keep conversations and awareness happening.

Post 5 – Youth, Technology, and Empowerment

 

Continuing with our discussion of youth and technology, I have found several links to stories where Indigenous youth are making a difference and sharing their stories through social media, film, music. These youth are sharing their thoughts, feelings, and perspectives and putting it out into the world.

https://www.reuters.com/article/us-brazil-land-rapper/brazils-young-indigenous-musicians-rap-for-land-rights-idUSKBN1CZ1P1?utm_content=buffer23759&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

 

http://news.psu.edu/story/490970/2017/10/30/research/research-suggests-american-indians-are-finding-image-power-social?utm_content=buffer1d22a&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

 

http://michiganradio.org/post/ojibway-brothers-sault-ste-marie-tell-tribal-stories-new-film?utm_content=buffer42ff3&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

Indigenous Veterans

Module 3

Post 1

As we prepare to honour our veterans and current members of the armed forces, our school has being acknowledging the diversity of those who serve or have served for our freedoms. For our Remembrance Day assembly, students will be honouring Indigenous individuals who sacrificed for Canada. One of our Grade 6 teachers shared this video we me, by Gordon Powell;  a tribute to these brave soldiers.

https://www.youtube.com/watch?v=ekTSo-4-Yss

 

Post 2

The second resource is from Veteran’s Affairs Canada and is entitled, Remembrance Moments: Canada’s Indigenous Veterans

https://www.youtube.com/watch?v=n2Z6RSKbrw0

 

Opening up my eyes to the history of Indigenous Peoples in Canada, and seeing that they sacrificed so much for the very country that did not treat them with the respect and recognition they deserved. Taking the time to acknowledge and honour these individuals and groups is important for our students.

 

Post 3

Veteran’s Affairs Canada also has a site dedicated to Indigenous Veterans. http://www.veterans.gc.ca/eng/remembrance/those-who-served/indigenous-veterans

This site provides a number of resources and learning activities for elementary, middle and high school students.

I was surprised to learn that Aboriginal Veteran’s Day is commemorated on November 8.

 

Post 4

Indigenous War Heroes – Secondary School Teacher’s Guide

I continued looking for resources related to November 8, Aboriginal Veteran’s Day and came across this guide for Secondary Teachers.

http://www.oise.utoronto.ca/deepeningknowledge/UserFiles/File/Teacher_sGuide.pdf

 

Post 5

 Continuing my search for more resources, I found this Indigenous Inquiry Kit Created and Written by Tamara Hancock

“War and Remembrance: Aboriginal Veterans and Their Contributions to War Efforts from World War I to the Present”. It is for the middle school level and has students examine Indigenous veterans contributions through a variety of cross curricular activities.

Aboriginal War Veterans and Their Contributions to War Efforts

Educator’s Resources – Only the Beginning

Module 2 Posts 1-5:

Orange Shirt Day at our School is one of the most important days of the year. It is a time where we ask our students, staff and school community to take a look back at parts of Canadian history we are not proud of. We are also asking our school community to also look forward, to help understand, and to learn so that the events of the past do not repeat themselves.

 

I’ve been spending a lot of time searching for resources to help teachers as they utilize Indigenous knowledge, teachings, and history into all areas of the curriculum.

 

Post 1:

Province of Manitoba: Education – Life/Work Exploration

https://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf

This is a link to a visual, and a detailed description of the Circle of Courage, the philosophy behind and its basis stemming from the four universal growth needs of children: Spirit of Independence, Spirit of Mastery,Spirit of Belonging, and the Spirit of Generosity.

 

 

Orange Shirt Day at our School is one of the most important days of the year. It is a time where we ask our students, staff and school community to take a look back at parts of Canadian history we are not proud of. We are also asking our school community to also look forward, to help understand, and to learn so that the events of the past do not repeat themselves.

 

I’ve been spending a lot of time searching for resources to help teachers as they utilize Indigenous knowledge, teachings, and history into all areas of the curriculum.

 

Post 2:

 

http://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Infusing_Aboriginal_Content_and_Perspectives_into_Your_Teaching/index.html

This guide, from the University of Toronto, assists teachers in infusing Indigenous content and perspective into different areas of the curriculum. It can be arranged by grade, subject area, “First Nations Representation in the Media”, as well as links to You Tube videos where students have asked an elder why certain things are the way they are https://www.youtube.com/channel/UCzZWSZP2fvBfXqOdhyBHGGQ/videos

 

Post 3

They Came for The Children – The Truth and Reconciliation Commission of Canada

http://www.myrobust.com/websites/trcinstitution/File/2039_T&R_eng_web%5b1%5d.pdf

 

This report was published by The Truth and Reconciliation Commission of Canada to educate about Canadian residential schools and this horrific part of Canadian history.

 

Post 4

https://bctf.ca/IssuesInEducation.aspx?id=13404

The BCTF provides a small (but hopefully growing) collection of resources to assist educators as Indigenous knowledge is infused throughout the curriculum. As I have seen more substantial resources for other Provinces, I am hopeful that educators, and students of courses, such as this one, will provide BC teachers with a more comprehensive and thorough body of knowledge.

 

Post 5

 

Carolyn Roberts

https://www.carolynroberts.net

I am privileged and very proud to call Carolyn a colleague in my school district. I have witnessed her hard work and dedication to assisting students and educators of all backgrounds to learn about Aboriginal ways of knowing. Carolyn’s website has a number of links literature, lesson plans, You Tube Videos, and a variety of other resources.

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Module 1-5 Dragonfly Canada

A colleague of mine referred me to this site, http://dragonflycanada.ca   Dragonfly Canada is a consulting service that works with educators (among many others) t0:  ” build understanding and awareness of Aboriginal histories, perspectives, and experiences”.  I have found their Resources section particularly helpful, giving me ideas, background information, and Aboriginal worldview.

 

Module 1-4 100 Years of Loss

I have included the link for the app and website of, 100 Years of Loss, where technology is being used to tell stories and share experiences from the past to inform the future. This exhibit came to our school, and we had intergenerational survivors from our community speak to growing up in families whose parent(s) attended residential school. 100 Years of Loss has a goal: to promote understanding and awareness about residential schools and their ongoing intergenerational impacts. I can speak for the staff and students at my school – it certainly had an impact.

https://itunes.apple.com/ca/app/100-years-of-loss/id884245894?mt=8

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Module 1-3 “Hands Back and Hands Forward”

I have selected our school district’s Aboriginal Education Enhancement Agreement as a resource because it informs educators in our district – keeping at the forefront our “why”.

As the Agreement states:

“It is the expectation of this Agreement that the following partners will work together for the benefit and success of our Aboriginal students:

  • Elders
  • Máthexwi, Kwantlen, Katzie First Nations
  • Waceya (M̀etis Nation)
  • Inuit
  • Lower Fraser Valley Aboriginal Society(Urban Aboriginal Community)
  • Xyolhemeylh (Fraser Valley Aboriginal Children& Family Services Society)
  • Cultural Presenters
  • ya:əstə “Working Together” (Aboriginal Advisory board)
  • School District #35 (Langley)
  • Lexwey (Aboriginal Support Workers)
  • Parents/Guardians
  • Students
  • Families
  • Ministry of Education

The goal to promote the success of all aboriginal students in our schools by surrounding our students with community.

Dr. Vincent Slogan, a Musqueam Elder and his teaching “Hands Back and Hands Forward” inspired the logo design and continues to inspire powerful conversations in our district.

https://district.public.sd35.bc.ca/wp-content/uploads/sites/2/2015/10/Aboriginal-Education-Enhancement-Agreement.pdf

Module 1 – 2: Media and Indigenous Languages

After the readings this week, I was curious to investigate ways that technology could help retain culture (or at least parts of it). I had read about the loss of many Indigenous languages as the younger generations were no longer using them. Fortunately there are now groups that are emerging to help revitalize them.

I came across the CBC’s `Unreserved’ with Rosanna Deerchild episode titled,  “Learn 4 words in 4 Indigenous languages in 4 videos” where four individuals are sharing their Indigenous languages with others.

http://www.cbc.ca/radio/unreserved/lost-found-and-shared-indigenous-language-speakers-on-the-rise-1.3410203/learn-4-words-in-4-indigenous-languages-in-4-videos-1.3420514

 

Module 1 -1 – Teaching the Teachers

 

One resource that I have come back to numerous times is the First Nations Steering Committee website http://www.fnesc.ca 

From their site: “FNESC works at the provincial level to provide services in the areas of research, communications, information dissemination, advocacy, program administration and networking”. Their mandate is:  “to facilitate discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations.  The primary goal is to promote and support the provision of quality education to First Nations learners in BC.”

As a non-indigenous person educating in the British Columbia school system, I would like to get the correct information to share with our students. FNESC provides resources, research, and professional development opportunities.

Particularly helpful as a middle school classroom teacher are the Learning First Peoples Classroom Resources. http://www.fnesc.ca/learningfirstpeoples/  which provide  support B.C. Mathematics, English Language Arts, Social Studies, and Science curriculum. The First Peoples Principles of Learning (below) are also located in every classroom in our school where educators use them to guide their teaching.

 

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